Sofia Anzeneder , Jürg Schmid , Cäcilia Zehnder , Lairan Koch , Anna Lisa Martin-Niedecken , Mirko Schmidt , Valentin Benzing
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引用次数: 0
Abstract
Background and aim
Acute exercise can enhance children's cognition. Heterogeneous effect sizes necessitate investigating exercise task characteristics, contextual factors, and related affective states. The study aimed to test whether different feedback forms during acute cognitively challenging exercise affect children's executive control, alerting, and orienting performances, also considering the potential mediational role of affective states.
Methods
In a within–subjects posttest only design, 100 children (Mage = 11.0, SDage = 0.8, 48% female) participated weekly in one of three exergames with different feedback: no feedback (NO-FB), standard acoustic environment (ST-FB), positive feedback (PO-FB). Acute bouts were designed to keep physical intensity (65% HRmax) and duration (15-min) constant and to have a high cognitive challenge. Valence, arousal, perceived physical exertion, cognitive engagement, and flow were assessed before, during and after exergaming. Each bout was followed by an Attention Network Test.
Results
ANOVAs revealed a significant main effect of feedback on executive control (η2p = 0.09) with faster reaction times after PO-FB compared to the other conditions (η2ps > 0.06) and on valence at post–test (η2p = 0.11) with highest values in PO-FB (η2ps > 0.08). In PO-FB, valence was associated with executive control (r = −0.23) but did not mediate feedback effects on executive control (95% CI [–5.25, 4.68]). Alerting and orienting performances were unaffected by feedback (η2ps < 0.08).
Conclusion
Results suggest that positive feedback during acute cognitively challenging exergaming enhances children's executive control and positive affect, highlighting that exercise task characteristics and contextual factors are essential for cognitive benefits.
期刊介绍：
The aims of Mental Health and Physical Activity will be: (1) to foster the inter-disciplinary development and understanding of the mental health and physical activity field; (2) to develop research designs and methods to advance our understanding; (3) to promote the publication of high quality research on the effects of physical activity (interventions and a single session) on a wide range of dimensions of mental health and psychological well-being (eg, depression, anxiety and stress responses, mood, cognitive functioning and neurological disorders, such as dementia, self-esteem and related constructs, psychological aspects of quality of life among people with physical and mental illness, sleep, addictive disorders, eating disorders), from both efficacy and effectiveness trials;
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